Relevant bibliographies by topics / Preschool children Time

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Preschool children Time'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Preschool children Time"

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Määttä, Suvi, Reetta Lehto, Hanna Konttinen, et al. "Preschool group practices and preschool children’s sedentary time: a cross-sectional study in Finland." BMJ Open 9, no. 12 (2019): e032210. http://dx.doi.org/10.1136/bmjopen-2019-032210.

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ObjectivesPreschool is an important setting for regulating sedentary time (ST). The preschool day in Finland follows daily structures by having morning and afternoon slots for group-based activities that can encourage children for movement (eg, free play and outdoor time) or be still (eg, teacher-led sessions and sitting-based circles). This study aims to explore if the weekly routines in preschool and if more frequent visits in places encouraging physical activity (PA) are associated with children’s ST during preschool hours.DesignCross-sectional DAGIS (Increased Health and Wellbeing in Preschools) study in the years 2015 and 2016.SettingIn Finland.Participants864 children (48% girls, 4.7 years) from 159 preschool groups in 66 preschoolsOutcome measuresA total of 778 children wore required lengths of time (at least 240 min per preschool day, at least 2 days) the accelerometer during preschool hours. Each preschool group reported their weekly schedule during the week, and one early educator completed a questionnaire covering practices. The following five measures related to weekly structures were formed; times of outdoors (times per day), teacher-led sessions (times per day), free play (low, middle or high), organised PA lessons (no lessons at all/others) and mixed activities (no lessons at all/others), and the following five measures about the frequencies of visits in places encouraging PA; nature trips (times per week), play parks (times per week), neighbourhood sport facilities (no visits at all/others), visits to gym or other indoor facility (no visits at all/others) and field trips to neighbourhoods (times per week). Multilevel linear regression analyses were conducted to measure the associations.ResultsOf all the tested associations, only more frequently conducted nature trips were associated with lower children’s ST during preschool hours (β=−1.026; 95% CI −1.804 to −0.248).ConclusionFrequent nature trips in preschools may be important due to its association with lower preschool children’s ST.
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Määttä, Suvi, Hanna Konttinen, Reetta Lehto, Ari Haukkala, Maijaliisa Erkkola, and Eva Roos. "Preschool Environmental Factors, Parental Socioeconomic Status, and Children’s Sedentary Time: An Examination of Cross-Level Interactions." International Journal of Environmental Research and Public Health 16, no. 1 (2018): 46. http://dx.doi.org/10.3390/ijerph16010046.

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Preschool children’s high levels of sedentary time (ST) is a public health concern. As preschool reaches a large population of children from different socioeconomic status (SES) backgrounds, more knowledge on how the preschool setting is associated with children’s ST is relevant. Our aims were to examine (1) the associations of preschool setting (covering social, physical, and organizational level) with children’s ST, and (2) the moderating role of the setting on the association between parental SES and children’s ST. In the cross-sectional DAGIS (increased health and wellbeing in preschools) study, the participating children (n = 864, aged 3–6 years) were asked to wear an accelerometer for one week. In total, 779 children had valid ST accelerometer data during preschool hours. Preschool setting and parental SES was assessed by questionnaires and observation. Multilevel linear regression models with cross-level interactions were applied to examine the associations. Early educators’ practice of breaking children’s ST often, more frequent physical activity (PA) theme weeks, and higher number of physical education (PE) lessons were associated with lower children’s ST. Higher parental SES was associated with higher children’s ST in preschools (1) with organized sedentary behavior theme weeks, (2) with a lower number of PA theme weeks, and (3) with a lower number of PE lessons. The factors identified in this study could be targeted in future interventions.
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Jankovitz, Kristine Z., Karen J. McGaughey, Kyla Tom, Dayna Ravalin, and Ann Yelmokas McDermott. "Prevalence of Overweight and Obesity in Hispanic Preschool Children in San Luis Obispo County, California." Californian Journal of Health Promotion 10, SI-Latino (2012): 114–22. http://dx.doi.org/10.32398/cjhp.v10isi-latino.1488.

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The purpose of the study was to determine the prevalence of overweight and obese (OW/OB) preschool children in San Luis Obispo County. Preschool children ages 3-5 years were measured for height and weight in 2006 (n = 482) and in 2009/10 combined (n = 559). The CDC BMI calculator for ages 2-20 was used to determine BMI classification. In 2006, 26.4% were OW/OB and by 2009/10, 34.8% were OW/OB. Rates were similar among boys and girls (p = 0.70) and increased significantly over time (p = 0.0070). Caucasian and Hispanic children had similar OW/OB rates in 2006, but by 2009/10 the Hispanic children were 2.7 times more likely to be obese (CI: 1.68, 4.57). Because Hispanic children were more likely to attend Head Start or California State preschools versus private preschools (78.0%, 81.0% and 7.4% respectively), it appears Head Start and California State preschools would be a likely place for interventions directed to meet the needs of Hispanic preschoolers, and may serve to reverse the trend in childhood obesity and address the disparity in weight status among Hispanic preschool aged children.
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Ulmasovna Adilova, Zilolakhon, and Feruza Lutpillaevna Azizova. "Factors Affecting The Health Of Organized Preschool Children." American Journal of Medical Sciences and Pharmaceutical Research 03, no. 06 (2021): 139–44. http://dx.doi.org/10.37547/tajmspr/volume03issue06-22.

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Foweather, Lawrence, Matteo Crotti, Jonathan D. Foulkes, et al. "Foundational Movement Skills and Play Behaviors during Recess among Preschool Children: A Compositional Analysis." Children 8, no. 7 (2021): 543. http://dx.doi.org/10.3390/children8070543.

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This study aimed to examine the associations between play behaviors during preschool recess and foundational movement skills (FMS) in typically developing preschool children. One hundred and thirty-three children (55% male; mean age 4.7 ± 0.5 years) from twelve preschools were video-assessed for six locomotor and six object-control FMS using the Champs Motor Skill Protocol. A modified System for Observing Children’s Activity and Relationships during Play assessed play behaviors during preschool recess. Associations between the composition of recess play behaviors with FMS were analyzed using compositional data analysis and linear regression. Results: Relative to time spent in other types of play behaviors, time spent in play without equipment was positively associated with total and locomotor skills, while time spent in locomotion activities was negatively associated with total and locomotor skills. No associations were found between activity level and group size play behavior compositions and FMS. The findings suggest that activity type play behaviors during recess are associated with FMS. While active games without equipment appear beneficial, preschool children may need a richer playground environment, including varied fixed and portable equipment, to augment the play-based development of FMS.
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Feil, Edward G., and Wesley C. Becker. "Investigation of a Multiple-Gated Screening System for Preschool Behavior Problems." Behavioral Disorders 19, no. 1 (1993): 44–53. http://dx.doi.org/10.1177/019874299301900101.

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The problem of behavioral disorders in preschoolage children is ever increasing. With the exponential rise in the utilization of child care compounded by growing social problems such as poverty and child abuse, methods for the early identification and remediation of behavioral disorders in preschool children are needed. In the May 1993 issue of Behavioral Disorders, Sinclair, Del'Homme, and Gonzalez reported a pilot study using the Walker/Severson Systematic Screening for Behavior Disorders (SSBD) with preschool children. While their results were encouraging, they found that changes were needed to make the SSBD more appropriate for the preschool population. The present research extensively revised the SSBD for preschool children. The revision consists of three hierarchical stages of increasingly time-consuming methodologies: (a) teacher rankings, (b) teacher ratings, and (c) direct behavioral observations. Subjects for this study were 121 children, aged 3 to 6 years old, enrolled in several typical and specialized preschools (e.g., programs for children with behavior problems). The Behar Preschool Behavior Questionnaire and the Conners Teacher Rating Scale were included to examine concurrent validity. The results show significant reliability and validity coefficients. The screening procedures select those children with emotional/behavioral problems accurately.
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Sirard, John R., Stewart G. Trost, Karin A. Pfeiffer, Marsha Dowda, and Russell R. Pate. "Calibration and Evaluation of an Objective Measure of Physical Activity in Preschool Children." Journal of Physical Activity and Health 2, no. 3 (2005): 345–57. http://dx.doi.org/10.1123/jpah.2.3.345.

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Background:The purposes of this study were 1) to establish accelerometer count cutoffs to categorize activity intensity of 3 to 5-y old-children and 2) to evaluate the accelerometer as a measure of children’s physical activity in preschool settings.Methods:While wearing an ActiGraph accelerometer, 16 preschool children performed five, 3-min structured activities. Receiver Operating Characteristic (ROC) curve analyses identified count cutoffs for four physical activity intensities. In 9 preschools, 281 children wore an ActiGraph during observations performed by three trained observers (interobserver reliability = 0.91 to 0.98).Results:Separate count cutoffs for 3, 4, and 5-y olds were established. Sensitivity and specificity for the count cutoffs ranged from 86.7% to 100.0% and 66.7% to 100.0%, respectively. ActiGraph counts/15 s were different among all activities (P < 0.05) except the two sitting activities. Correlations between observed and ActiGraph intensity categorizations at the preschools ranged from 0.46 to 0.70 (P < 0.001).Conclusions:The ActiGraph count cutoffs established and validated in this study can be used to objectively categorize the time that preschool-age children spend in different physical activity intensity levels.
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Shen, Bo, Gwen Alexander, Sharon Milberger, and Kai-Lin C. Jen. "An Exploratory Study of Seasonality and Preschoolers’ Physical Activity Engagement." Journal of Physical Activity and Health 10, no. 7 (2013): 993–99. http://dx.doi.org/10.1123/jpah.10.7.993.

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Background:While there is an emerging body of literature showing variations in physical activity between seasons, further investigation is needed to better understand this association in preschool-age children. This study was designed to examine seasonal variation from fall to winter in physical activity among preschoolers.Methods:Forty-six preschool children from 2 preschools in a large Midwestern Metropolitan area completed weekly habitual physical activity measures in both fall and following winter. The habitual physical activity was quantified with the GT1M Actigraph uniaxial accelerometer. To determine seasonal differences in physical activity, a series of paired sample t tests were conducted.Results:Although overall physical activity level declined in winter, the magnitude of seasonality effects seem varied in terms of contexts. Compared with the decline during after-school time and during weekends, the differences in physical activity across the 2 seasons were much less evident during the time attending preschool and during weekdays.Conclusion:Seasonality in physical activity can be moderated by other contextual factors, such as preschool policies and curriculum. Preschools may serve as a major battlefield for fighting against physical inactivity and obesity during childhood due to their practical controllability.
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Lehto, Elviira, Carola Ray, Henna Vepsäläinen, et al. "Increased Health and Wellbeing in Preschools (DAGIS) Study—Differences in Children’s Energy Balance-Related Behaviors (EBRBs) and in Long-Term Stress by Parental Educational Level." International Journal of Environmental Research and Public Health 15, no. 10 (2018): 2313. http://dx.doi.org/10.3390/ijerph15102313.

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This paper describes the Increased Health and Wellbeing in Preschools (DAGIS) survey process and socioeconomic status (SES) differences in children’s energy balance-related behaviors (EBRBs), meaning physical activity, sedentary and dietary behaviors, and long-term stress that serve as the basis for the intervention development. A cross-sectional survey was conducted during 2015–2016 in 66 Finnish preschools in eight municipalities involving 864 children (3–6 years old). Parents, preschool personnel, and principals assessed environmental factors at home and preschool with questionnaires. Measurement of children’s EBRBs involved three-day food records, food frequency questionnaires (FFQ), seven-day accelerometer data, and seven-day sedentary behavior diaries. Children’s long-term stress was measured by hair cortisol concentration. Parental educational level (PEL) served as an indicator of SES. Children with low PEL had more screen time, more frequent consumption of sugary beverages and lower consumption of vegetables, fruit, and berries (VFB) than those with high PEL. Children with middle PEL had a higher risk of consuming sugary everyday foods than children with high PEL. No PEL differences were found in children’s physical activity, sedentary time, or long-term stress. The DAGIS intervention, aiming to diminish SES differences in preschool children’s EBRBs, needs to have a special focus on screen time and consumption of sugary foods and beverages, and VFB.
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Susilowati, Indri Hapsari, Susiana Nugraha, Sudibyo Alimoeso, and Bonardo Prayogo Hasiholan. "Screen Time for Preschool Children: Learning from Home during the COVID-19 Pandemic." Global Pediatric Health 8 (January 2021): 2333794X2110178. http://dx.doi.org/10.1177/2333794x211017836.

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Because of the COVID-19 pandemic, the Indonesian Government enacted a study at home policy for all students. This policy also applied to preschool children aged 2 to 6 years old. The purpose of the research was to examine the duration and impact of digital media use by preschool children in urban areas in Indonesia during weekdays and weekends. Data were collected using a validated questionnaire called the Surveillance of digital-Media hAbits in earLy chiLdhood Questionnaire (SMALLQ®). A total of 951 parents or guardians (17-70 years old) who had preschool children volunteered to complete the questionnaire online. Preschool children have been using screen media since infancy, and the time they spend on-screen time is more than 1 hour per day. The digital media most used were mobile phones (91.6%), followed by television (86.1%) and computers (61%). The parents realized the impact and the importance of limiting time of screen media, but it difficult to prevent their children from using it, especially when learning from home. Hence, there is a need different approach to learning from home, especially to manage the duration of screen time for preschool children.
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Dissertations / Theses on the topic "Preschool children Time"

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Schuckman, Melanie. "Voice Characteristics of Preschool Age Children." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1209154612.

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Wall, Sarah Josephine. "Effects of physical activity on cortisol levels in African American toddlers attending full-time daycare." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Fall/Dissertation/WALL_SARAH_59.pdf.

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Martin, Doris Marie. "Preschool teacher-child relationships : an exploratory study of attachment models over time /." This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-135321/.

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Antevska, Nursan. "Vad är det svåra jag känner i möte med vissa barn : En essä om mer krävande barn som riskerar att stigmatiseras i barngruppen." Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41111.

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The text describes an important dilemma that we as educators need to manage in our daily work. Every day we are faced with situations in which we encounter children that challenge us in various ways. This text considers how we need to approach these children. The way we assess and approach them will often determine their actions and behaviour. Children form their self-image as a reflection of our behaviors. This can also affect other children in the group to view the particular child in a negative way. It´s of paramount importance to help all children to succeed. This text gives examples and reflections about challenging situations that we meet with everyday. In this essay, aspects are presented and discussed from varying theoretical standpoints regarding issues related to what makes a child act and react the way that they do. In addition, the essay discusses adaptations that can be made in keeping with the curriclum while at the same time giving all children the best conditions in which to play, learn and achieve personal growth.
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Shook, Stacey Lynn. "Teaching children with autism to ask questions in integrated preschool settings : a comparison of constant and progressive time delay /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7670.

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Drockelman, Heather S. "Perspectives from the field : attitudes, beliefs, and the practice of time out with preschool children." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1336618.

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The purpose of this qualitative study was to investigate early childhood lead teachers' perspectives of time out, including their attitudes and beliefs, and the practice of time out in their classrooms. The study sought to detail the practice of time out, to investigate teachers' perceptions of time out, and to gain further understanding into teachers' choices regarding time out use. These objectives were achieved with the use of a comprehensive, written survey directed to 151 lead preschool teachers at 18 randomly selected preschool programs within Hamilton County, Ohio. Written discipline policies from 9 preschool programs included in the survey sample were also analyzed as they related to the use of time out. Fifty completed surveys were returned representing a well-balanced sample of lead teachers across multiple demographic variables.Results indicated that 66% of teachers were using time out and there were not any distinguishable differences among the variables collected between those teachers who used time out and those who did not. Teachers' time out practices included verbal or visual warnings for children, discussion, and redirection. Teachers defined time out as an action, as a period of time, and as a place. 63% of teachers did not perceive time out as punishment; nonetheless 55% perceived that time out had the potential to be harmful to young children. The majority of teachers using time out did so because they perceived that the child learned through time out, but other teachers indicated that young children were not able to comprehend time out. Some teachers used time out due to the perceived social and emotional benefits for the child while other teachers perceived time out to be detrimental to children's social and emotional development. Teachers also indicated that they used time out to maintain control of children.Teachers who used time out were influenced by experience, education, program policies, and because time out is a form of discipline. Interestingly, these same factors influenced other teachers to not use time out. The majority of the teachers who chose not to use time out were influenced by other methods available for classroom or behavior management.<br>Department of Elementary Education
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Berggren, Jenny. "Samling med de yngsta barnen i förskolan : Circle-time with the youngest children of preschool." Thesis, Malmö universitet, Malmö högskola, Institutionen för barndom, utbildning och samhälle (BUS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41861.

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Syftet med denna kvalitativa studie är att ta reda på pedagogers intentioner med de yngsta barnens samlingsstunder i förskolan. För att få svar på forskningsfrågorna har fyra verksamma pedagoger på två olika förskolor intervjuats. Utöver intervjuer genomfördes det även observationer under två pågående samlingsstunder.  Michel Foucaults maktperspektiv har använts i min studie som ett central teoretiskt perspektiv för att studera samlingen, dess utformning och genomförandet samt vad det innebär gentemot de yngsta barnens inflytande i förskolan.  Det huvudsakliga resultat visar att intentionen med samlingen är att uppnå olika lärandemål, genom att på olika sätt erbjuda barnen lärandesituationer där de själva kan medverka. Barn och pedagoger lär tillsammans men begreppet samling innebär också maktstyrning genom pedagogers förhållningssätt och de förväntningar barnen har på sig. Utöver det genererar samlingen så mycket mer, möjlighet till samarbete, att få dela sina åsikter, att få prova på nya saker, att få se och dela saker med varandra, turtagning, för att nämna några punkter.
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Martin, Doris M. "Preschool teacher-child relationships: an exploratory study of attachment models over time." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/38953.

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Ielasi, Rachel Lillian. "Preschool children with externalising behaviour problems : their effects and impact on parental health, stress, emotions and time /." Title page, table of contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsi229.pdf.

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Valk, Jennie Elise. "Teaching imitation skills to preschool children with severe disabilities the effects of embedding constant time delay within a small group activity /." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1060698087.

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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xiii, 178 p.; also includes graphics. Includes abstract and vita. Advisor: Diane Sainato, College of Education. Includes bibliographical references (p. 156-162).
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Books on the topic "Preschool children Time"

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Mosley, Jenny. Circle time for young children. Taylor & Francis Group, 2005.

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Inc, Time to Sign, ed. Time to sign with children: Preschool, school age. Time to Sign, 2003.

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ill, Ramá Sue, ed. It's time for preschool! Greenwillow Books, 2012.

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Odom, Samuel L. Play time/social time: Organizing your classroom to build interaction skills. Communication Skill Builders, 1993.

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Children, families, states: Time policies of childcare, preschool, and primary education in Europe. Berghahn Books, 2011.

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Hopping, Ekberg Marion, ed. 1-2-3 rhymes, stories & songs: Open-ended language experiences for young children : formerly published as Story time. Warren Pub. House, 1992.

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Children, families, and states: Time policies of childcare, preschool, and primary education in Europe. Berghahn Books, 2014.

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Transition time: Let's do something different! Gryphon House, 1995.

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Martha, Weston, ed. Night is the time. Random House, 1999.

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Clinard, Linda M. Family time reading fun : help children become successful: A resource for teachers, tutors, and parents, preschool through grade 5. Kendall Hunt Publishing Company, 2012.

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Book chapters on the topic "Preschool children Time"

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Sobkin, Vladimir S., Ksenia N. Skobeltsina, and Nico van Oudenhoven. "The interaction between parents with their preschool children during leisure time." In Vygotsky’s Theory in Early Childhood Education and Research. Routledge, 2018. http://dx.doi.org/10.4324/9781315098203-9.

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Sigala, Maria. "Part-Time Employment among Women with Preschool Children: Organisational Cultures, Personal Careers and Sense of Entitlement." In Work-Life Balance in the 21st Century. Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230373594_6.

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Berk, Laura E. "A New View of Child Development." In Awakening Children's Minds. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195124859.003.0005.

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In my three decades of teaching university courses in child development, I have come to know thousands of students, many of whom were parents or who became parents soon after completing my class. I also served on boards of directors and advisory committees for child-care centers, preschools, elementary schools, and parent organizations. And my research continually drew me into classrooms, where for countless hours I observed and recorded preschool and school-age children’s activities, social interactions, and solitary behaviors, in hopes of answering central questions about how they learn. As a byproduct of those experiences, parents repeatedly approached me with concerns about how to foster their child’s development in the early years. Their fervent questions, at times riddled with doubt and anxiety, revealed that creating optimum learning environments for young children at home—and ensuring their access to development-enhancing experiences in child care, preschool, and school—have become mounting parental challenges. Consider the following problematic situations that parents recently raised with me: • Bob and Sharon, parents of a 4-year-old: Our daughter, Lydia, could recite her ABCs and count from 1 to 20 by age 2 1/2. When we looked for a preschool, many programs appeared to do little more than let children play, so we chose one with lots of emphasis on academics. To me, Lydia’s preschool seems like great preparation for kindergarten and first grade, but each morning, Lydia hates to go. Why is Lydia, who’s always been an upbeat, curious child, so unhappy? • Angela, mother of a 4-year-old and 6-year-old: My husband and I have demanding careers and need to bring work home in the evenings. I’ve read that it’s the quality of time we spend with our children that’s important, not the quantity. We try hard to give Victor and Jeannine our undivided attention, but they’re often whiny, demanding, and quarrelsome. Many times we end up sending them to their rooms or letting them watch TV, just to get some peace after a long day. What’s the best way to create quality parent–child time? • Talia, mother of a 7-year-old: My son Anselmo, a first grader, constantly asks us to help him with his homework.
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Reshef, Yael. "The Role of Children in the Revival of Hebrew." In No Small Matter. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197577301.003.0003.

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This chapter discusses the role played by the first generation of Hebrew-speaking children in the emergence processes of Modern Hebrew. As the education system was a major agent in the dissemination of Hebrew speech, the first section is dedicated to a detailed survey of the development of Hebrew education in Palestine in the late 19th and early 20th centuries. Next, the sociolinguistic aspects of speech revival are discussed, with particular reference to the crucial contribution of the introduction of preschool education in Hebrew. Finally, the chapter analyzes linguistic aspects of the process; it is suggested that insights gained from some well-studied cases of language emergence presented in the linguistic literature may be used to explain how a distinct, relatively uniform native variety emerged in Hebrew within a very short time span.
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Sichkar, Alla, and Yana Matiushynets. "IDEAS OF THE SUBJECT-DEVELOPMENT ENVIRONMENT FOR CHILDREN IN THE UKRAINIAN PEDAGOGICAL DISCOURSE LATE 19TH – 20TH YEARS OF THE ХХ CENTURY." In Integration of traditional and innovative scientific researches: global trends and regional as. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-001-8-1-8.

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The article highlights the features of the development of ideas about a subject-developing environment for children of preschool and primary school age in the pedagogical thought of Ukraine and their transformation under the influence of socio-economic, political, ideological, pedagogical factors (late 19th - 20s of the 20th century) To achieve the goal, to solve the tasks set, a set of research methods was used, namely: historical and retrospective - in order to analyze the priority ideas of domestic teachers on the creation and functioning of a developing environment for children and their implementation into practice; constructive-genetic – for the analysis of goals, objectives, content-methodological support of the dynamics of ideas of a developing environment for children of preschool and primary school age; chronological – to establish the time boundaries of phenomena and processes; hermeneutic – for a new reading and commenting on historical and pedagogical texts; specific historical – for the purpose of analyzing documents on the development of preschool education and primary education in Ukraine in a certain chronological framework. On the basis of the historical and pedagogical analysis of archival documents, narrative sources, theoretical provisions have been determined that relate to the development of ideas about a subject-developing environment in educational institutions of Ukraine: key ideas, periodization and factors influencing their development have been identified; highlights the features of their interpretation by Ukrainian teachers in a certain chronological framework. The historical genesis of ideas about a subject-developing environment is associated with the formation of the theoretical and methodological foundations of preschool education and primary school under the influence of progressive European systems of education (F. Frebel, M. Montessori) and scientific achievements in the field of child anatomy, physiology, and psychology. It was found that the ideas of self-activity and creative self-realization, self-development of a child in a subject-developing environment, control of the process of self-development of a child by introducing him to various types of activities in an environment prepared by the educator remained relevant in a certain chronological framework of the study, but the means of their implementation changed under the influence of social economic, ideological, political factors. During the three socio-political milestones identified by us, namely: ideas about the developmental influence of environments for children (1871-1917); filling developing environments with national content in the years of the UPR (1917-1919); adaptation of the ideas of previous periods to class education (1920-1930), different, of the above factors were dominant and exercised a decisive influence on the formation of pedagogical theory and practice on the organization of a subject-developing environment for children of preschool and primary school age in educational institutions and in the conditions of family education of children in the Ukrainian territory.
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Namazovna Adjablaeva, Dinara. "Latent Tuberculous Infection: Influence on Patient’s Quality of Life." In Molecular Epidemiology Study of Mycobacterium Tuberculosis Complex. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.96901.

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Latent tuberculosis infection is an asymptomatic condition in which patients carry the bacteria, but do not show any sign of illness, however they are at risk of disease activation at any time in the future. Understanding of influence of latent tuberculosis infection on the physical and mental well-being of these patients is important as successful strategies to reduce the tuberculosis burden globally. Our purpose is to explore patients during diagnosis and treatment of latent tuberculosis infection, measure their quality of life. Materials and methods: during 2017–2019 was examined 100 children 4–7 years age. Children were divided in 3 groups. First group (n = 40) - a children with LTI. Group of the comparison (n = 40) has comprised preschool age children with tuberculosis. Group of the checking (n = 20) have constituted the preschool age healthy children. Estimation of children health was conducted by analysis health factors: social, genetic, biological. In addition were studied criteria of health. It was used study anamnestic data, questioning, estimation quality of life, anthropometry, data of objective examination, laboratory data and parameters of functioning, electrocardiography, vegetative nervous system spectrography (VNS-spectrography), manual ergometry. Physical development valued with the help of specialized tables. Leukocyte intoxication index is calculated on formula Shemitova V.F. Variety heart rhythm (VHR) was studied by method VNS-spectrography on vegetotester “VNS-Micro” with computer program “Polispectr” of company “Neyrosoft”. Interpretation source vegetative tone and vegetative reactivity was realized according to recommendation N.A. Belokon. Vegetative provision of activity was valued on tolerance to steady-state load by method manual ergometry (MEM) in help of manual dynamometer. Quality of life was defined with the help of questionnaire PedsQL version 4.0 (the Russian version). Results and their discussion: in children with active tuberculosis, specific process has a most negative influence upon quality of life, comparatively temporary negative influence has LTI. Revealed changes in general have brought to reduction of QL indicators both in first and second group. With provision of latency currents of infecting with mycobacteria of tuberculosis, indicators of quality of life should be considered as one of defining, reflecting psychological component adaptation of child, and can be recommended to enter in program of examination and dispensary observation of children with LTI. Conclusions: our study has shown that preschool age children with LTI have rather significant deflections of health condition, revealing by symptoms of intoxication, expressed breaches adaptation and regulation mechanisms. Results of study have logistical confirmed need of improvement of the preventive maintenance and dispensary observation at children with LTI and active participation in its base of the interdepartmental approach. All of this allows newly taking a look at problem of the latent tuberculous infection at preschool age children and role general practitioner in preventive maintenance of the development such dangerous diseases as tuberculosis.
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Berk, Laura E. "Why Children Talk to Themselves." In Awakening Children's Minds. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195124859.003.0007.

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If you could become the shadow of a 2- to 8-year-old, furtively tagging along as the child goes about his or her daily activities, you would notice a curious form of language behavior—remarks in which the child seems to talk to himself or herself or to no one in particular. This speech-to-self occurs frequently. It can surface in virtually any of the child’s pursuits—during fantasy play, drawing and painting, building with blocks, tackling academic tasks, idly passing the time of day, and quieting down before naptime or nightly sleep. Researchers call this spontaneous, self-directed talk private speech. Unlike adults, who self-consciously talk to themselves only in solitary moments, young children freely use private speech in public. So at ease are preschool and primary-school children in speaking to themselves in front of others that on observing this behavior, many adults question its normalcy! “Confused,” “touched,” and “strange” are among the descriptors I have heard them apply to self-talking children, generalizing from “crazy people,” who not only speak aloud to fantasized audiences but also act improperly in a great many ways because they are indifferent to their social surroundings. To be sure, talking to oneself in the midst of a roomful of people is not acceptable in the adult social world. Yet all of us engage in private speech from time to time. And it is ubiquitous in early childhood. When children between the ages of 3 and 10 are observed in classrooms, private speech makes up as much as 20 percent to 60 percent of their language. Why do young children engage in it so frequently? To grasp the significance of private speech in the life of the child, let’s begin by looking at it in ourselves. When are you most likely to talk out loud to yourself? In response to this question, most adults say they engage in audible self-talk when they face cognitive, emotional, or social challenges. Here are some self-reports: • “At the end of a busy day, when I’m tired and distracted, I sometimes find myself looking for an important document, for my keys, or even for where I parked my car.
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Yee, Hon Kai, Chua Bee Seok, and Shazia Iqbal Hashmi. "Does Gadget Usage Hamper the Psychological Aspects of Pre-Schoolers?" In Handbook of Research on Mobile Devices and Smart Gadgets in K-12 Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2706-0.ch017.

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The society is keen to rely on gadgets in everyday life due to versatile gadgets that help them to connect with the world in the 21st century. On the flip side of using gadgets, several researches argued that screen time is affecting children's psychosocial, behavioural and health problems. The present study interviewed 14 preschool teachers to perceive their knowledge in gadget usage, sedentary behaviour and social skills among preschoolers. Besides that, teaching methods and teachers' opinions on gadget usage were also discussed. Inductive analysis (IA) revealed that parents habitually offer children gadgets at home. Also, the teachers expressed a positive opinion on gadget usage where preschoolers simply learn from media and gadget's applications. However, the teachers asserted that usage time needs to be controlled and the amount of usage depends on the role of parents and teachers. Teachers' attitude and habits were found to be moderate in lesson planning and improving the social skills of preschoolers but minimal for addressing their sedentary behaviour.
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Yee, Hon Kai, Chua Bee Seok, and Shazia Iqbal Hashmi. "Does Gadget Usage Hamper the Psychological Aspects of Pre-Schoolers?" In Early Childhood Development. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch078.

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The society is keen to rely on gadgets in everyday life due to versatile gadgets that help them to connect with the world in the 21st century. On the flip side of using gadgets, several researches argued that screen time is affecting children's psychosocial, behavioural and health problems. The present study interviewed 14 preschool teachers to perceive their knowledge in gadget usage, sedentary behaviour and social skills among preschoolers. Besides that, teaching methods and teachers' opinions on gadget usage were also discussed. Inductive analysis (IA) revealed that parents habitually offer children gadgets at home. Also, the teachers expressed a positive opinion on gadget usage where preschoolers simply learn from media and gadget's applications. However, the teachers asserted that usage time needs to be controlled and the amount of usage depends on the role of parents and teachers. Teachers' attitude and habits were found to be moderate in lesson planning and improving the social skills of preschoolers but minimal for addressing their sedentary behaviour.
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Panagiotis, Pelekasis. "Forecasting the Long-Term Effects of the Pandemic on Children: Towards a COVID-Generation." In Anxiety, Uncertainty, and Resilience During the Pandemic Period - Anthropological and Psychological Perspectives [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.97931.

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This study focuses on mapping the existing effects of the pandemic and the measures taken to address it on the mental health of children in order to investigate the long-term consequences that it is expected to have. For infants, preschool, school and adolescent children it seems that intense stress develops for different reasons. As adults these children may experience an increased incidence of anxiety, depressive, obsessive–compulsive and personality disorders, while they are also expected to develop a strong External Locus of Control, low Faith in the Just World and low happiness. At the same time, an absence of distinction within the limits of the physical and digital world is expected. As for children with special educational needs, they are particularly affected due to the pandemic, as early diagnosis and the development of interventions to improve their educational and psychosocial progress are hampered and this might have negative long-term effects on their development. In overall, these negative effects and related experiences seem to be homogeneous across humanity for those who are currently minors and are expected to lead to the view of an autonomous generation, the COVID-generation.
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Conference papers on the topic "Preschool children Time"

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Nazaruk, Stanisława K., and Joanna Marchel. "EFFECTIVENESS IN THE DEVELOPMENT AND ACQUISITION OF MATHEMATICAL SKILLS IN CHILDREN IN RURAL AND URBAN PRESCHOOLS." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.145.

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The aim of the research was to determine whether geometric skills of the children in rural preschools are at the same level as those of their peers in urban preschools. The research included 352 preschool-age children (5 to 7 years old) residing in Poland, both in cities and the countryside. The measurements were carried out in the Biała Podlaska Laboratory of Psycho-Motor Skills. A SensoMotoric Instrument (SMI) eye tracking device and the i ViewX platform registering data with a frame rate of 250 Hz were used. The device has a special measurement system which tracks and records eye movements in a sequence and at a pace of an analyzed person. With a view to demonstrate the differences between the correctness of task performance and the place of residence of the children, a Pearson’s Chi-squared test was performed. To evaluate the differences in the time of task execution, a single factor analysis of variance (ANOVA) and the Student’s t-test for independent samples were employed. In all of the analyzed cases, the level of statistical significance adopted was p=.05. The results of the research conducted on the studied group of children show that there are differences in the level of geometric skills between the children in rural and urban areas. It was established that a crucial factor which affected both the geometric knowledge and skills of the preschoolers were the place of residence, the age at which they started learning, and the duration of preschool education. Keywords: geometry teaching, mathematical skills, preschool-age child, preschool education.
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Mukhina, T. A., and S. Y. Shalova. "Preschool children play as the tool of selfregulation developmment." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.907.917.

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The article touches upon the issue of self-regulation development in preschool children. Play is one of the effective means in development of children’s selfregulatory skills. The aim of the study is to determinate playing conditions conducive to the development of self-regulation in preschoolers. The problem analysis method was used, as well as the modeling method during the study. We have analyzed the scientific works of native and foreign researchers on the issues of children’s play (A. Ivrendi, D. B Elkonin, E. Danniels, etc.) and mental states and self-regulation (V. N. Myasishchev, N. D. Levitov, A. O. Prokhorov and others). Based on the analysis, the study substantiates the need to teach the child self-regulation skills in psycho-emotional stress situations. At the same time, much attention is given to the fact that the acquisition of the skill is impossible without the participation of an adult or a teacher. Areview of studies on the possibilities of children’s play has made it possible to identify a number of conditions conducive to the development of self-regulatory skills: possibility to play a certain role (imitative effect), phasing of play actions, ability for a child to make their own decision, etc. We articulate and validate the need for the following conditions of self-regulation development in preschool children based on modeling the game situation. 1. In a play the child should be able to play several roles in turn. This allows the child to experience different emotions and understand the other person. 2. Introduction of playing element — pauses (time-outs). It allows to reduce the emotional «degree» during the play. 3. Positive reinforcement of the correct actions and emotional manifestations of the child by the adult. It helps the child to learn socially approved actions.
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Tanasković, Marija. "REGGIO EMILIA APPROACH – THE POSSIBILITY OF INTEGRATION IN PRESCHOOL MUSIC EDUCATION." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.407t.

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The essence of the educational process is precisely in providing favorable conditions, as well as encouraging and supporting the optimal development of children. It should contain a certain sequence of operations and contents to accelerate and enhance development, but at the same time to be flexible, adaptable and open to children’s needs, interests and opportunities. Preschool education is the first, the most important step in forming a relationship to the general culture of an environment, to music and art in general. Accordingly, an important goal in planning any music program for children is to recognize their interests and attitudes toward different musical activities. One of the goals of Basis of the Program – Years of Ascent, for children to develop dispositions for lifelong learning such as openness, curiosity, resilience, reflexivity, perseverance, self-confidence and a positive personal and social identity, is similar to the goal of Reggio Emilia’s approach in which children are viewed as active authors of their own development, i.e. that they will learn everything they need to learn, at the moment they are ready for it. Learning is focused on children – on their competencies, not on their shortcomings. The approach is based on the idea that each child has “a hundred languages” to express the characteristics of the world around him/her. Children are developing and are encouraged to symbolically represent ideas and feelings through any of their hundred languages (expressive, communicative and cognitive), words, movements, drawings, painting, creativity, sculpture, play, collage, drama, music, etc. Approach Reggio Emilia emphasizes the importance of the process of researching and using art in the social environment. Children acquire knowledge and abilities to express their thoughts and ideas through creation. Therefore, the paper discusses the possibility of integration of contents and activities from the Reggio Emilia approach in preschool music education, with aim to improve it.
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Makinde, Misty, Karl A. Holden, Sarina Hussain, Timothy Coats, and Erol Gaillard. "Real-time analysis of exhaled volatile organic compounds (eVOC) in wheezy preschool children." In ERS International Congress 2016 abstracts. European Respiratory Society, 2016. http://dx.doi.org/10.1183/13993003.congress-2016.pa3359.

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Karacic, Marija, Sandra Kadum, and Maja Ruzic-Baf. "FREE TIME OF PRESCHOOL CHILDREN AND MEDIA IN THE AGE OF THE COVID-19 PANDEMIC." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0598.

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Sá, Carla, Pedro Magalhães, and Catarina Vasques. "THE USE OF TECHNOLOGY AND SLEEP TIME IN PRESCHOOL CHILDREN BEFORE AND DURING TIMES OF SARS-COV-2." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1854.

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Xu, Guoneng, Shen Ma, Weibing Ye, and Junfei Zhang. "Associations of Outdoor Activity, Screen Time with Body weight: A Cross-sectional Study of Chinese Preschool Children." In The 3rd International Electronic Conference on Environmental Research and Public Health —Public Health Issues in the Context of the COVID-19 Pandemic. MDPI, 2021. http://dx.doi.org/10.3390/ecerph-3-09036.

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Wong, CM, HC Koh, J. Lin, et al. "G343 The influence of parental screen time and attitudes on screen use in preschool children attending a developmental clinic." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference and exhibition, 13–15 May 2019, ICC, Birmingham, Paediatrics: pathways to a brighter future. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-rcpch.332.

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Vyshpinska, Yaryna. "Formation of Creative Personality of Students Majoring in «Preschool Education» in the Process of Studying the Methods of Musical Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/38.

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The body of the article goes on to discuss the creative models of a student’s personality’s development in the process of mastering the course «Theory and methods of musical education of the preschool children». In general, the teacher's profession accumulates a big number of opportunities for the creative improvement of a would-be teacher's personality. All types of activities used while working with children in the process of mastering the artistic competencies (like fine arts, modeling, designing, appliqué work or musical activities) require not only technical skills, but also sufficient creative imagination, lively idea, the ability to combine different tasks and achieve the goals. Achieving this task is possible if students are involved into the process of mastering the active types of musical activities – singing, musical-rhythmic and instrumental activity, development of aesthetic perception of musical works. While watching the group of students trying to master the musical activity, it is easy to notice that they are good at repeating simple vocal and music-rhythmic exercises. This is due to the young man's ability to imitate. Musical and instrumental activities require much more efforts and attention. It is focused on the types and methods of sound production by the children's musical instruments, the organization of melodic line on the rhythm, the coherence of actions in the collective music: ensemble or the highest form of performance – orchestra. Other effective forms of work include: the phrase-based study of rhythmic and melodic party, the ability to hear and keep the pause, to agree the playing with the musical accompaniment of the conductor, to feel your partner, to follow the instructions of the partiture. All the above-mentioned elements require systematic training and well selected music repertoire. Students find interesting the creative exercises in the course of music-performing activities which develop musical abilities, imagination and interpretive skills of aesthetic perception of music, the complex of improvisational creativity in vocal, musical-rhythmic and instrumental activity. The experiments in verbal coloring of a musical work are interesting too. Due to the fact that children perceive music figuratively, it is necessary for the teacher to learn to speak about music in a creative and vivid way. After all, music as well as poetry or painting, is a considerable emotional expression of feelings, moods, ideas and character. To crown it all, important aspects of the would-be teacher’s creative personality’s development include the opportunities for practical and classroom work at the university, where they can develop the musical abilities of students as well as the professional competence of the would-be specialist in music activity. The period of pedagogical practice is the best time for a student, as it is rich in possibilities and opportunities to form his or her creative personality. In this period in the process of the direct interaction with the preschool-aged children students form their consciousness; improve their methodical abilities and creative individuality in the types of artistic activity.
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Rojas-Barahona, Cristian A., Carla E. Förster Marín, Francisco Aboitiz, and Jorge Gaete. "ARE THERE DIFFERENCES IN THE DEVELOPMENT OF THE EXECUTIVE FUNCTIONS OF CHILDREN WITH A TYPICAL AND ATYPICAL DEVELOPMENT STIMULATED BY A GAME ON A TABLET?" In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact072.

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"Introduction: Executive functions (EF) are developed early, building a fundamental basis of higher cognitive processes in adulthood (Garon et al., 2008). There are studies with children of typical development (Passolunghi et al., 2006; Welsh et al., 2010) that have demonstrated the key role of EF, such as working memory, inhibitory control, planning and attentional flexibility, in initial literacy and precalculus. What is still unclear is whether these EF can be stimulated early and if it has any effect on their development. At the same time, it is known that children with atypical development, such as ADHD, have deficiencies in the development of EF (Barkley, 1997). Early stimulation of EF in this type of population will have the same effects as in a typical development population? The objective of the study is to evaluate the effect of a stimulation program of the EF (working memory, inhibitory control, planning and attentional flexibility), by means of a tablet digital game, in the development of the EF of preschool children with and without symptoms of ADHD, of socioeconomically disadvantaged sectors. Method: Two groups, control (CG) and intervention (IG) were selected at random, both were evaluated twice (before and after). In total there were 408 participants, 212 with typical development and 196 with atypical development. The IG was exposed to a digital game of EF through a tablet during 12 sessions (in the classroom). Results: The main results show differences in favor of IG in the different EF evaluated, both for children with and without ADHD symptoms, with the exception of attentional variable for which no differences were observed. There are differences in the effect of EF among children evaluated. Discussion: These differences and their possible implications in the educational and social environment are discussed."
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